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The Power of Peace

Elementary, Middle

Description

The Power of Peace is a lesson plan designed to allow students to explore the topic of peace, learn about peaceful activists and determine ways to incorporate peace into their school environment and the world around them.

During this lesson, the students will complete a warm-up describing pictures that detail both peaceful and non-peaceful situations and then work on defining peace.  Afterwards, the students will work in groups researching peaceful activists in order to create a poster that will be presented to their classmates. The students will then create their own definition of peace and work to link their learning to creating and promoting peace in their classroom and school. 

General Assessment

What skills does this resource explicitly teach?

This is not a focus of this resource.

Strengths

  • Plenty of resources for the teacher 
  • All materials are ready to use and available
  • Suggestions for websites to visit for additional information
  • Differentiation and alternative activities are also available
  • Easy to use resource that is teacher friendly

Weaknesses

  • lack of assessment suggestions

Recommendation of how and where to use it

The Power of Peace is well planned and useful resource for the classroom teacher who may be looking for activities to reach a group of students who are having difficulties with social interactions.  It could also be used for a teacher who is interested in teaching his/her class about heroes or perseverance. Another possibility would be for the resource to be used in the Grade 6 Social Studies classroom in order to study World Issues content.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
    • Grade 4
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society.
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Democracy: Action and Participation: Citizens Participatiing in Decision Making
  • British Columbia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
        • Global Issues and Governance: Systems of government vary in their respect for human rights and freedoms.
  • Manitoba
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Exploring the World
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • My Province, Exploration, History of the Atlantic Region: Civics
        • My Province, Exploration, History of the Atlantic Region: History
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Cultures
        • Empowerment: Economics
        • Atlantic Canada and the World:
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Citizenship
        • Provincial Identity: Peoples
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Exploring the World
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Issues and Governance: Complex global problems require international cooperation to make difficult choices for the future.
        • Global Issues and Governance: Systems of government vary in their respect for human rights and freedoms.
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 3: Citizenship
        • Social Studies 3: Peoples
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 6: World Issues
  • Nunavut
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Connecting With the World: Citizenship
        • Connecting With the World: Power & Authority
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Citizenship
        • Provincial Identity: Peoples
    • Grade 6
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • World Issues
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Community Comparisons: Interactions and Interdependence
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.

Themes Addressed

Governance (1)

  • Non-Violent Conflict Resolution

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students explore the idea of peace and research peaceful activists. They use that information to define peace and put their thoughts into action.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Depending on the peaceful activist that is studied, the students get to explore these issues and the activist's approach to making a difference.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

The students learn about peace and then incorporate ways to bring peace to their classroom and school.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students are asked to reflect on how they can promote peace in school and in the world around them. Students work on their own definition of peace.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not a focus for this resource.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students are asked to reflect on how they can promote peace in school and in the world around them.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

Students work toward developing their own definition of peace.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This lesson would mostly be directed toward Social Studies classroom.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

Throughout the resource, there are suggestions that are made for the teacher on alternative activities and methods to differentiate the lesson for all students.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

This is not a focus of this resource.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups of two, three or four and present their research to the class. Students share their knowledge of the values ​​or actions of their activist.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

Unfortunately there are no assessment suggestions included in the lesson plan.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

The biographies of actual peaceful activist provide the students with a picture of what can be accomplished and the perseverance that is necessary. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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